BRITTANY TRESCH

 Explore the Past VR NYS Global History Standards Based Virtual Reality Field Trips Brittany Tresch ETCV 520 - Instructional Design February 27, 2018 Table of Contents Abstract ……………….....……………………………………………………...……… 3 Introduction………………………………………………………………………..…… 4 Goals and Objectives………………………………………………………………..….. 7 Needs Assessment …………………………………………………………………..…. 8Learner Analysis………………………………………………………………………. 14Context Analysis………………………………………………………………………..16Unit 9.6 Task Analysis…………………………………………………………………..18Unit 10.3 Instructional Plan…………………………………………………...……….. 19 Unit 9.5 Material Development…………………………………………………...……. 25Unit 9.6 Assessment Instruments ………………………………………………...…….. 43 References………………………………………………………………………...…….. 53 .Abstract The following paper introduces new form of virtual reality that will transform Social Studies classrooms. Virtual reality has only recently been brought into the education setting. High costs proved to be a barrier for it to reach classrooms in the past. To enhance student learning, teachers can take the approach of virtual field trips to bring students an unforgettable experience. New York State 9th and 10th grade students are pressured with a state performance test at the end of their 10th grade year. The NYS Global History Regents examination tests students on both 9th and 10th grade curriculum. To enhance the learning learning, students are now given the opportunity to experience field trips that were once impossible. Field trips are very rare these days because of school funding. Virtual Reality is bringing the trip to the classroom. Each grade level is currently equipped with six units of study. Each unit is broken down by daily tasks that can be completed in a weeks time. Students will be engaged with many different forms of technology to differentiate the learning experience. Introduction Description of the ProjectIf anything was possible, where would you take your students to visit? Would your students want to explore the Great Wall of China or Machu Picchu in Peru? Virtual reality (VR) can provide students with experiences that were previously unimaginable. “A virtual field trip (VFT) is a technology-based experience that allows children to take an educational journey without leaving the classroom. These multimedia presentations bring the sights, sounds, and descriptions of distant places to learners” (Cox and Su, 2004). Due to a variety of school based issues such as school funding, students don’t receive the opportunities for field trips. Students would benefit from field trips within this course to assist them when test taking. A virtual field trip would motivate and challenge students to push past their comfort zone of a traditional classroom activity. Explore the Past VR exposes students to experiences beyond the classroom using an application and virtual reality headsets. The instructional plan design allows educators to successfully plan inquiry based lessons to motivate digital-age learners. SettingThe setting of the virtual field trips will be an alternative to taking students off site for a traditional field trip and could be utilized in any classroom setting. The program will be carried out in 9th and 10th grade Global History classes within New York State (NYS). Schools that will be participating in the program range in student population and socioeconomic statuses. The initial launch of the program will take place at high schools located within the New York Metropolitan area. Both 9th and 10 grade teachers will take advantage of the headsets within their classrooms while following the NYS standards. Target AudienceThe intended audience consists of New York State 9th and 10th grade Global History students and educators. The educators who use the program will provide their students with an engaging and interactive experience of a field trip within the comfort of their own classrooms. The students will receive an unforgettable learning experience. Although prior technology experience is not required. The application includes tutorials within the Teacher Portal on how to present the field trip within the classroom, therefore experience is not required. A comprehensive lesson plan will also be available to accommodate any educator at any experience level using technology within the classroom. The tutorials will be provided to the teacher within the teacher portal of the program. The educator will be able to access the teacher portal at any time for guidance. Overall GoalThe overall goal is to make effective and practical use of the experiences that virtual reality could provide to students via Explore the Past VR. Educators will support student creativity and discovery by integrating virtual reality seamlessly into the learning process based on NYS Global History Standards. The instructional designer will develop an authentic learning model using virtual field trips with inquiry learning and critical thinking processes to enhance Global History learning. Rationale and Benefits of the ProjectSince many field trips are not economically or logistically possible. Explore the Past VR will provide teachers with the resources necessary to present inquiry-based instruction using a virtual field trip. The Teacher Portal will include convenient and suitable tutorials and lesson plans for any educator who wants to implement virtual reality field trips into their instruction. For students to engage in inquiry in a way that can contribute to meaningful learning they must be sufficiently motivated. “The challenging and extended nature of inquiry requires a higher level of motivation on the part of learners that is demanded by most traditional educational activities” (Edelson, Gordin & Pea, 1999, 399). Students will be challenged to connect the virtual experience to real life experiences. New York State educators are pressured to teach a large quantity of material in order for students to be prepared for the NYS Global Regents Exam. Students will be given a virtual reality headset that will be pre-programmed by the educator to the chosen experience. Each field trip and lesson plan will align with the New York Social Studies Framework. The 9th and 10th grade curriculum have been divided up into sections and each will have a designated field trip. The lesson plans have been designed by a board of Global History teachers. Within each objective, the field trip is paired with resources for educators and students to enhance the learning experience. Students will anticipate a field trip for every unit. Introducing virtual field trips as a new instructional strategy may serve as a motivation for them to learn fast. “More so the mode of application that provides opportunity for the students to watch the virtual field trip documentary over and over may have helped them to understand better” (Obadiora, 2015, 473). They will be given access to explore environments that wouldn't be possible without this application. Method of DeliveryThe Teacher Portal will be accessible on any device connected to the Internet. The Teacher Portal application will provide comprehensive lesson plans to effectively use the application in the classroom. But for students to experience the virtual field trip, virtual reality headsets will be required. Educators will be provided a class set of headsets. Educators will program the headset prior to the lesson implementation. Students will receive the headset at the beginning of class and will wear the device while the teacher acts as a tour guide using the Teacher Portal for guidance.Goals and Objectives Educator Goals and Objectives Administer effective curriculum-based authentic learning Provide a guided tour and step-by-step instruction of the field trip to students that will facilitate achievement of the learning objectives.Evaluate student understanding using provided formative assessments Student Goals and Objectives Discover historic locations and connect them to real life experiences. Collaborate in an unique learning environment that allows students to overcome barriers of distance and time. 9th Grade Learning Objectives UNIT LEARNING OBJECTIVE BLOOM’S LEVELFIELD TRIP9.1Identify the clues pyramids give us about the ancient Egyptians.Knowledge Egyptian Pyramids 9.2Explain the rise and fall of the Indus Valley civilization. UnderstandAncient India 9.3Examine the construction of the Great Wall as a product of the period in which it was built.Apply Ancient China 9.4Hypothesize the reasons why Machu Picchu wasn’t discovered till modern times.CreateThe Americas 9.5Compare and contrast individual city-states that formed due to the geography of Greece. Evaluate & Analyze Ancient Greece 9.6Design a timeline accurately depicting thetimeframe in which the rise and fall of the empireOccurred. Create Ancient Rome 10th Grade Learning Objectives UNIT LEARNING OBJECTIVE BLOOM’S LEVELFIELD TRIP10.1 Identify the causes of the French Revolution. Knowledge Palace at Versailles 10.2Explain how William McKinley and Theodore Roosevelt expanded America’s role in the world with the building of the Panama Canal. Understand The Panama Canal 10.3Describe the stalemate in the trenches and the new technology used in the conflict. Knowledge World War I Trench 10.4Create a diary of a survivor of the Holocaust. Create Auschwitz 10.5Debate whether the use of the atomic bomb was an appropriate course of action. Evaluate Oak Ridge, Tennessee 10.6Analyze the problems that can occur when a government oppresses its people.Analyze Tiananmen Square Needs Assessment Need for the ProjectIn education, new technologies are used to improve the process of learning. “Virtual reality (VR) and its use in education has long been discussed, one of the main challenges is that VR was unaffordable for educational institutes. However VR has evolved since then, the technology is up to date, cheaper and more accessible than it has ever been” (Hussein, 2015). Due to decreasing state funding, many schools want to invest in virtual reality headsets in their quest for technology advancements within their district. Recently many schools have put an increased focus on testing which has made field trips rare. A specific need for this project deals with the lack of school funding to provide field trips to students. The money that was once spent to get students out of the classroom is now being spent on preparation for standardized tests that determine a teacher’s credibility. Being located in the metropolitan area, there are numerous museums that are available to schools. But schools don’t budgets for these trips. Therefore, Explore the Past VR headsets will provide the experiences that a museum couldn't compare to. One school specifically that has addressed a need to improve their Global History Regent Examination scores. The school has launched an initiative for the 2017-2018 school year to achieve a 100% passing rate on the Global History Regents Examination for the 2018 exam. A comparative need was established while comparing their Global History Regents scores from 2016-2017 to neighboring school districts. The schools goal is to be comparable to other schools in Orange County and achieve their strategic plan goal of academic excellence. Figure 1 contains test results from the 2016-2017 Global History Regents examination. Data has also been collected on test results of students from six surrounding districts. New York State and Orange County test results have also been recorded. The high school has expressed a need to improve test scores for all students. The school has identified a felt need when analyzing the gap between their current performance and desired performance. The current performance of students is a 76% passing rate on the Regents examination. The desired performance is a 100% passing rate. Figure 1: Global History Regents Examination Results 2016-2017Desired Performance Students will learn firsthand of an environment or location that is included in the current New York State Social Studies Framework. Educators will be able to provide students with inquiry based activities to allow students to question where they visited and connect it back to the content of the lesson. “Inquiry activities can lead learners to confront the boundaries of their knowledge or recognize gaps in that knowledge. The limits of one's knowledge are often revealed by the failure of an expectation about a particular situation leading to curiosity” (Edelson, Gordin & Pea,1999, 394). Combining the experience of virtual reality and the accompanying inquiry activities, students will be pushed passed the general norms of the classroom and teachers will recognize the learning gaps with students. An authentic learning experience is important for students to create useful, and meaningful real life experiences. Virtual field trips allows students to explore and construct such authentic learning experiences by bringing the real world to the classroom. Current Performance and Contributing Factors Explore the Past VR is currently the first standard-based virtual reality application. New York State students are required to pass a Global History Regents Examination at the end of their tenth grade year. This exam is required for high school graduation. The virtual reality that will be presented to students will give them lasting experiences that they can recall back to while taking the exam. A student is more likely to remember an experience rather than a statement from class. Other educators are able to implement the field trips in their curriculum despite not aligning with their current state standards. Educators could potentially use the virtual field trips as an enrichment activity or for student reward. Based on the data from Figure 1: Global History Regents Examination Results 2016-2017, 240,408 New York State tenth graders took the Global History Regents Examination in 2016-2017. Of these students, 68% received a passing score. In some districts a passing score is more important than the quality of education. Explore the Past VR has the goal of raising test scores while enriching the learning experience. New York State wants to boost the passing rates on all Regents examinations. When a student fails a Regents examination, they will be denied graduation. New York State requires students to pass five examinations in order to graduate high school. A passing grade on the Regents examination is critical. Teachers throughout the state are faced with the challenge of educating English Language Learners. They need to accommodate their lessons to meet the diverse learning needs of the classroom. Based on the data in figure 2, 36% of ELL learners passed the Global History Regents examination. Within the Teacher Portal, educators will be provided lesson plans with accommodations already built in to meet the needs of these students. Figure 2: NY STATE - SCHOOL REPORT CARD DATA [2016 - 17]Global History ELL Learners Tools/ApproachesBased on the statistics in Figure 1: Global History Regents Examination Results 2016-2017, it is apparent that there is a need for different methods of instruction within the Global History classrooms. The Global History curriculum begins with prehistoric times and extends to current day. In order to ensure we reach the needs of educators and the standards of the New York State curriculum, we collected data from Global history educators in New York State. The schools all varied in technology use, socioeconomic levels and student population. Teachers were first asked to identify the type of school they teach at as well as how long they have been teaching Global History. These educators were then asked how they would use the virtual field trips within their classrooms. The next part of the survey consisted of a list of ten potential field trips and were asked to choose the experiences that would benefit their students the most. At the end of the survey, educators are given the opportunity to list a specific topic from global history that they would like see in virtual reality to utilize within their classrooms. There was also a comments and concerns sections for teachers to make suggestions to better accommodate their needs and their students. The survey can be found in the appendix. The ResultsOut of the 10 New York State high schools that received the survey, 15 educators returned the survey showing incredible interest in bringing virtual reality headsets into their classrooms. The educators range from public schools to private establishments. 8 of the teachers were from public schools and 7 teachers were from private schools. All but 1 teacher said they would incorporate the virtual field trips into their lesson plans. The teacher that said they wouldn’t utilize the program was because of school funding for technology. The teacher expressed that the district is still waiting for state grants to bring sets of iPads into the classroom. The data identified expressed needs within the comment/feedback section of the survey. Several educators expressed that they would use this program within their flipped classroom instruction. Also educators suggested other field trips that would benefit their students, including the Egyptian pyramids. By asking for teacher feedback on strengths and weaknesses of the application, allows educators to be involved in the building stages of the program. Proposed Solution and RationaleCreating a virtual reality is no easy task. It requires a great deal of research on the locations the application will include. A panel of Subject Matter Experts has been created to design the lesson plan to align with NYS and NCSS standards. These experts are a team of experienced NYS Global History Teachers. The media production personnel has the responsibility in filming and creating the videos of the historic landmarks that will be included in the field trip. Finally, the instructional designer has the responsibility of designing the instruction of the project to be displayed within the Teacher Portal. Explore the Past VR will be sending high schools in Orange County, New York, class headsets to begin using in within their Global History classrooms. The school will receive a class set to use in both 9th grade and 10th grade Global History classrooms. This will reveal how educators and students respond to the technology within each set of standards. As time progresses, improvements will be made to the software and headsets including the Teacher Portal. Once the application is up and running, teachers will be able to give feedback on how to improve the teacher portal to best fulfill their needs. Evaluators will conduct surveys to determine the effectiveness and efficiency of the program after each standard has been executed. Explore the Past VR does not require funding to be the reason why schools don’t bring this experience into their classrooms. Therefore, schools who need funding assistance will be able to apply for technology grants in order to purchase the equipment and software. Learner AnalysisLearners’ CharacteristicsPrimary Learners: Learners for Explore the Past VR will include New York State High School freshmen and sophomore Global History students. Students range from 14-16 years old. The target learning group will all be preparing for the New York State Global History Regents examination at the end of their 10th grade year. On average, these students spend 40 minutes in the Global History classroom a day. Secondary Learners: Although the application can be used as a student reward or an enrichment activity, there could be secondary learners. These learners will not be included in the learner analysis as they are not the focus. Secondary learners could range from 6th to 12th grade depending on teachers use of the program. Learner Strengths: Students will be excited to visit places that were unimaginable prior to virtual reality. Digital age learners Highly motivated to learn in order to pass the Global History Regents examination Students work well in small independent groups The class the students is placed in will have equivalent skill levels (Regents level, Honors, and Special Ed.) Learner Weaknesses: Lack of experience using advanced technology There is a large percentage of students that are economically disadvantaged. Internet access at home could be unavailable. According to figure 3, 58% of the students who passed the Global History Regents were economically disadvantaged. The teacher must plan accordingly to meet all student needs to complete the assignments.Many schools in New York State host international exchange students. These students will be at a disadvantage as English is their second language. A lack of motivation can severely hurt a student’s productivity when it comes to completing assignments. Figure 3: NY STATE - SCHOOL REPORT CARD DATA [2016 - 17]Socio-economic status of Global History exam recipients Areas of Potential Difficulty: Technology difficulty (poor internet connection, device not responding, headset connection error, etc.) Difficulty learning how to navigate a field trip Student misuse of technology English as a second language - the vocabulary will support these students in understanding key concepts. Context Analysis General DescriptionThe majority of instruction will be done in the classroom, as students will be guided through a virtual field trip with the teacher being the tour guide. Under the discretion of the teacher, students may be assigned parts of the field trip as a flipped classroom assignment or homework. Many schools are implementing flipped instruction and will be using Explore the Past VR as part of the flipped classroom. The majority of the classroom have either a SMART board or Apple TV to display assignments. Most students will have their own Google Chromebook or iPad to complete assignments. If the student doesn’t have their own, the school will have a class set available. All schools will have a computer lab for teachers and students to access. Each Global History class will have a class set of headsets. The headsets do not require a device to be individually connected. They all are connected to the teachers’ device via Bluetooth. The educator can control what the students see via the headsets. Advantages Access to the internet is essential in using Explore the Past VR. The headsets require internet connection as the teacher will facilitate the field trip via the Teacher Portal on their device. The teacher will have control of the field trip and will walk the students through as if they were experiencing the trip in real time. Assessments can be printed or assigned on educational platform such as Google Classroom or Canvas. LimitationsAll schools will have access to computers but some might be at a disadvantage with students having access to individual devices within the classroom. Most schools will have class sets that must be reserved prior to using. It will be the teachers’ job to plan accordingly to make sure students will have access to a device during the entire lesson to complete the assessments. The teacher could also be challenged with possible classroom management issues. The teacher could face an issue if the directions are not clearly explained, or the pretest was omitted. If a student leaves the room, they miss out on valuable instruction and learning experiences. Also a student could be absent for a part of the unit. Every task of the unit builds off one another. The teacher must be have an organized system for students who are absent and miss an assignment. List of Teaching Certifications Teachers will have the appropriate certification to teach Social Studies grades 7-12 in New York State. Many teachers will have numerous degrees. Unit 9.6 Task Analysis Unit 10.3 Instructional Unit UNIT LEARNING OBJECTIVE BLOOM’S LEVELFIELD TRIP10.3Describe the stalemate in the trenches and the new technology used in the conflict. Knowledge World War I Trench 1.Gaining the learner’s attentionThe unit will begin with a critical thinking question to start the student thought process. Students will discuss “Is war inevitable?” Students have already learned about the Assassination of the Archduke Franz Ferdinand so they will recall prior learned knowledge to analyze if the war was avoidable. Students will then complete a pre-test. Students will recall the four “isms” and explain how they contributed to the start of World War I. This question has students think back to previous lessons in order to connect it with the upcoming unit. Critical thinking questions will sharpen the learners abilities to analyze new information. The class will then discuss the four “isms” that are credited with being the long term causes of World War I. This task will transition students into unit 10.3. The instructor will present the class website for the unit and introduce the tasks for the unit. During this time, the instructor will answer any questions and clear up any misunderstandings. 2. Informing Learner of Objectives The unit’s instructional goals will be broken down by task. By presenting students with daily goals will increase student learning as they won’t be forced to retain a large amount of information at a time. The overall goal of the unit will be presented on the whiteboard throughout the entire enit for students to reference the goal that they are working towards. Daily learning objectives will be displayed on the whiteboard below. These objectives will be reviewed at the beginning of every class. Throughout the unit, students will complete several individual tasks in order to meet the objective of: describe the stalemate in the trenches and the new technology used in the conflict. To avoid misconceptions, students will reference the overall goal with daily learning objectives. From here, students will make connections between daily objectives and the overall objective to see the connections between the two. Students will see what they will need to accomplish each day as well as what they will be able to do at the end of the unit. 3.Stimulating recall of prerequisitesStudents will recall prior knowledge throughout the unit. Recalling prior knowledge will first occur with the “do now”. Students will reflect back on the four “isms”. Militarism, Nationalism, Imperialism and Industrialization have been studied by students as the four contributing factors of World War I. The teacher will ask students to define what these words mean and how they are connected with the start of the war. Throughout the unit students will reference the terms to make connections between past units the current unit. The teacher should anticipate student misconceptions. So it will be crucial for the teacher to clear up any confusions that arise. 4. Presenting stimuli.Task One: A pre-test will be accessed by students on the unit site. Students will define the four “isms” and explain how all four contributed to the start of the war. The key terms are crucial in student understanding in the upcoming tasks. Students will be asked to define the terms in their notes as well in order for easy reference. Task Two: Visuals of the Eastern and Western fronts will be displayed to students via Powerpoint. Students will visualize themselves in the scenes the images show. The teacher will begin asking critical thinking questions to create the mood of being in war. The teacher will ask students to form questions that they would ask the soldiers in the image. The inquiry-based portion of this activity will be a whole-group discussion as students share questions and others will respond their thoughts. Task Three: Students will be presented with a graphic organizer with the key components of trench warfare. A flipped classroom video link will be accessible on the unit site for students to access. The video will serve as an introduction to trench warfare. Using a variety of media will address the diverse learning styles within the classroom. Task Four: Students will experience what war was like in the trenches through a virtual field trip. Students will go into the trenches to understand the conditions of the fighting during World War I. At the conclusion of the field trip students will answer questions based on their experience and make generalizations of what the soldiers experienced first hand in the trenches. Following the field trip, students will compare their experiences in the trenches to war on the Eastern front during World War I. Task Five: Students will answer ten Regent based questions as a post-assessment of the unit. This assessment will be used to check for understanding. The teacher will be able to check for student retention as well. 5. Providing guidance.As students work through every task, the teacher will monitor students for understanding. The teacher will make themselves available throughout each task to answer any questions or clear up any misunderstandings. The teacher will provide learning guidance throughout the unit but will put emphasis on the field trip task of the unit. Students will require guidance throughout the field trip as the teacher will serve as a tour guide. This guidance is necessary for student understanding during the field trip. 6. Eliciting performance.Throughout the unit the teacher will prompt student learning and push students to think deeper about what they are experiencing. Tasks one and five are designed to check for student understanding. The pre-test is designed to check to see what students can recall from the previous lesson. While the post-assessment is designed to check for understanding for the current unit. Both of these assessments will provide the teacher with valuable data. Task two requires students to use their critical thinking skills to skillfully analyze and conceptualize by observing and reflecting on the images shown on the board. Students will be responsible to keep the discussion going throughout the learning activity when the teacher poses a question. Meanwhile task three allows students to work independently and at their own pace. Students will watch a video and will complete a graphic organizer at the conclusion of the video. Students are in control during this activity because they will be able stop and rewind the video if there is a concept that they misunderstood. The teacher will be available when students are applying new knowledge. During the time, the teacher will be able check in with struggling students to make sure their needs are being met. During task four, the teacher will serve as the tour guide during the virtual field trip of the trenches. The teacher will take an active role in explaining the task and background of the trenches. The students will then begin exploring the trenches independently. The teacher will be present throughout the trip to answer any questions that could come up. 7. Performing feedback.Task One: Students will receive feedback on their pre-test as soon as they submit. The class site will automatically grade the assessment at submission and send back students work with the correct answers. The teacher will use the pre-test and discussion to check for understanding from the previous lesson. Task Two: Feedback will be informal as students will answer oral questions through a whole-group discussion. The majority of this task includes collaboration between students. Task Three: Feedback will be provided on students work once the assignment is turned in. The teacher will make suggestions if a student is missing a component of the graphic organizer. Task Four: Feedback will be provided after grades have been recorded. The teacher will review World War I on the eastern and western front during a whole-group discussion. Task Five: Students will receive graded student assessments and as a class, the teacher will provide feedback to entire class by reviewing questions and explaining the correct answers. 8. Assessing performance.Task One: Student performance will be assessed using the Teacher Portal. When students submit their assessments, they will automatically receive their results. If a student answers a question incorrectly, the results will show the correct answer with an explanation. Task Two: The teacher will conduct oral questioning based on the images presented. The teacher will take note of students who respond and award them participation points. Task Three: Task two will be based on a ten point grading scale. Students are expected to explain five key ideas of trench warfare in order to get the full experience during the virtual field trip. Task Four: Students will compare and contrast how war was fought on the eastern and western fronts based on their experiences of fighting in the trenches. The teacher will assess students using a rubric.Task Five: A post-assessment will be given to measure student understanding of learning objectives at the conclusion of the unit. The assessment will be graded on a 10 point scale. Teachers will be able to make decisions on the data whether students retained the concepts or a review will be needed to go over the key concepts again. 9. Enhancing retention and transferThe repetition of previous learned concepts throughout the unit is an effective way of enhancing retention. Students will recall prior learned concepts throughout the unit. Even though most students will not like the repetition, it will only benefit them. Students will transfer the old concepts and connect them with new concepts. To enhance retention, students will explore the trenches first hand during the virtual field trip. Students are more likely to remember an experience than a lecture. Students will apply new and old knowledge to the field trip to make connections within all the concepts. Another way the teacher will promote student retention is by breaking down the unit into small tasks. Each task will present students with a daily goal/objective. The daily tasks will give students a goal to work towards each day without overwhelming them. Students will retain concepts in unit 9.3 and will transfer them to the following units. For students to understand the effects of World War I, students must first be able to explain the causes of the war. This will be down through the processes of retention and transfer of concepts.Unit 9.5 Material Development UnitLearning ObjectiveBloom’s Level Field Trip 9.5Compare and contrast individual city-states that formed due to the geography of Greece. Evaluate & Analyze Ancient Greece Unit 9.5 of Explore the Past VR sets focus on the classical civilization of Ancient Greece. Through these resources, students will examine the historical and geographic context for the rise of independent city-states and trade networks connecting Greece with other regions. Students will investigate how geographic factors hindered expansion and interactions within the Greek civilization. This unit was designed based on the NYS Social Studies Framework for 2017. Within the key idea, this unit will target two conceptual understandings that are seen below. Key IdeaConceptual Understandings9.3 CLASSICAL CIVILIZATIONS: EXPANSION, ACHIEVEMENT, DECLINE: Classical civilizations in Eurasia and Mesoamerica employed a variety of methods to expand and maintain control over vast territories. They developed lasting cultural achievements. Both internal and external forces led to the eventual decline of these empires.(Standards: 2, 3, 5; Themes: MOV, TCC, GEO, GOV, CIV)9.3a Geographic factors encouraged and hindered a state’s/empire’s expansion and interactions.9.3b Empires used belief systems, systems of law, forms of government, military forces, and social hierarchies to consolidate and expand power. Existing Materials (Citations listed in References) Athens vs. Sparta Video - - Crash Course World History #5 Video - - Prentice Hall World History Textbook What is a City-State? Video - watch?v=IX2a3_aI7EQ Geography of Greece Video - watch?v=RPslASvGd_UUnit 9.5 Daily Schedule Day OneThe teacher will introduce the class website for the unit. Students will begin unit 9.5 with a pre-test. Students will answer five multiple choice questions that serve as an introduction to the unit. The pre-test will be completed through the Teacher Portal so students will receive immediate feedback. Once all students complete the pre-test, the teacher will review the questions with the class. The teacher can use student results to analyze their prior knowledge on Greece. Students will be presented with the Unit 9.5 PowerPoint. This will serve as an introduction to the unit. During the introductory lesson, the teacher will display Google Earth to show students the geography of Greece. Day TwoStudents will complete the Unit 9.5 vocabulary. Students will access the class textbook for definitions. (page #s will vary depending on edition of textbook) The teacher will present the Youtube Video “Athens vs. Sparta.” Students will begin completing the Athens vs. Sparta Graphic Organizer. Students will compare and contrast Athens and Sparta government life, political life, social classes, military, religion, industry & trade, and family life. Day Three: Students will start day three with finishing the Athens vs. Sparta Graphic Organizer. Students will transition into the The Rise of Greek City States. The teacher will project the Unit 9.5 Powerpoint on the board to guide students through the assignment. Day Four: Students will receive directions on how to watch the flipped video. Students will watch a flipped classroom video while completing the Flippin’ about History Outline. This activity is student-centered as students will be able to watch at their own pace. They will be able to pause whenever they need too. The Persians & Greeks: Crash Course World History #5 - This Crash Course compares the Greek Civilizations. At the completion of the activity, the teacher will have a whole group discussion to discuss the video and clear up any student misunderstandings. Day Five: Students will be presented with the units virtual field trip. The teacher will facilitate the trip while students explore the ancient ruins of the Parthenon, Athena, Propylaea, and Erechtheion. As students investigate the Acropolis, they will complete the Column Note-Taking Worksheet. Students are instructed to include at least three facts for each temple. Students will share their experiences and what they learned about the achievements of the Roman Empire. They will hypothesize what the functions were of the buildings that they explore. Day Six: Students will create a ThingLink of Ancient Greece on their tablets. They will demonstrate their understanding by creating an interactive image of one of the temples they explored during the trip. Student work will look similar to the example below. Day Seven: Students will continue to work on the ThingLink from day six. Students will be assessed on the rubric that is provided on the class website. Day Eight: Students will take the Unit 9.5 Quiz as a check for learning for the content covered so far during the unit. The teacher will assign the quiz through the Teacher Portal. The teacher will receive automatic feedback as soon as students submit. The teacher will then review the quiz with the class and clear up any misconceptions that occurred during the quiz. Justification of Instruction and Materials Unit 9.5 was developed using backward design. Instructional designers created the curriculum once the objectives were developed. Like every unit within Explore the Past VR, students begin with a pre-test. Teachers need to know what their students already know at the beginning of a new unit. A pre-test will assess student proficiency in the skills that will be taught in the upcoming unit. The pre-test was developed using the process of backwards design. Grant Wiggins and Jay McTighe believe teachers should begin a unit with objectives by deciding what students are expected to learn and be able to do. From there teachers will create lessons “backwards” to achieve those goals (Wiggins, G. P., & McTighe, J). The teacher can measure student learning at the end of the unit with the post-test. A comparison of the pre-test and post-test will provide teacher with an opportunity to track student growth over the unit. The teacher will rely on the Teacher Portal to guide the class through the unit. The assessment will be pushed out to students through the Teacher Portal to the class site. The class website includes all the assignments students will complete throughout the unit. The assignments are broken down by tasks. Students also have the opportunity to ask the teacher questions through the site. Teachers will overlook student progress through the Teacher Portal. The teacher will receive immediate feedback when students submit quizzes. The field trips will be displayed to the students the same way. The teacher will be able to control student screens through the Teacher Portal and program the VR headsets through the Portal. Graphic organizers are an important element in student comprehension. Students are able to organize ideas visually. Many students are visual learners. The charts and outlines will allow students to arrange ideas to maximize student understanding. By using a chart or outline, students won’t be forced to process large amounts of information in order to understand the concepts. Students will become more strategic learners because they will be able to see what is important. By using graphic organizers, students will move towards mastering the unit objectives.On the first day of the unit, the teacher will introduce the class website for the unit. The teacher will push out the website to the students through the Teacher Portal. Students will first take a pre-test to determine prior knowledge. The teacher will be able to use this data to see what students already know and what they don’t know. The class will then transition into a guided lesson. The teacher will display the Unit 9.5 powerpoint and Google Earth. Students will examine the geography of Greece. Students will make hypothesizes as to why independent city states were formed instead of large empires. This guided activity will set students up for the upcoming tasks of the unit. By understanding the geography of Greece, students will understand the development of city states and will be able to compare and contrast the individual city states. On day two of the unit students will define key vocabulary for Ancient Greece. This assignment will prepare students for the upcoming activities within the unit. Students need to understand what words mean if the teacher expects them to comprehend the big ideas of the unit. This assignment builds a foundation for students to understand the formation of city-states. The YouTube video that will be presented in class targets the auditory and visual learners of the classroom. The video compares and contrasts the city-states of Athens and Sparta. The teacher will direct students to compare and contrast Athens and Sparta using the graphic organizer. The graphic organizer is designed to keep key concepts organized for students to understand them. On day three, students will participate in a teacher-centered activity that introduces the big ideas of the unit. In order for students to master the learning objective, students must understand the key ideas that are presented in the beginning of the unit. The teacher will display Unit 9.5 Powerpoint and review Athens and Sparta in a whole-group discussion. On day four, students will be directed to watch a flipped video. Flipped instruction has many benefits. Students will be able to watch at their own pace and have the option at stopping and rewinding when need be. In a traditional lecture, students would have to stop the teacher from teaching to repeat an idea. In the flipped classroom setting, if a student is having difficulty understanding an idea they will be able watch it again as many times as they would like. The teacher will be present to answer any questions that would come up. On day five the students will be guided through a virtual field trip of Greek temples. Students will explore four temples of Ancient Rome city states. The temples will include the Parthenon, Athena, Propylaea, and Erechtheion. As students investigate the Acropolis, they will complete the column note-taking worksheet. Students are instructed to include at least three facts for each temple. Students will share their experiences and what they learned about the architecture of these ancient city states. They will hypothesize what the functions were of the buildings that they explore in a whole-group discussion following the virtual field trip. The column note taking worksheet is designed for students to identify important information and then respond to that material. During the whole-group discussion students will have the opportunity to self-assess On day six and seven students will create a Thinglink to demonstrate what they learned during the virtual field trip. They will use their column note taking sheet as a guide to create an interactive image. Students will be instructed to create “hot spots” on an image that include video, record audio or provide a link to any website with the click of a button. Students will engage in an interactive image to create an interactive, multimedia reports that utilize their personal strengths.On day eight students will complete the unit with taking a post-test. This quiz is designed with past Regent Exam questions. The teacher will check for understanding and accuracy by testing students on the key concepts. The results of the quiz will be sent to the Teacher Portal for the teacher to access and see student misconceptions of the unit. When selecting the appropriate media for this unit, I took into consideration the wide range of learner characteristics. Classrooms today are very diverse, as there are many different learning styles. Every lesson should require students to read, write, and listen. This lesson incorporates all three. The unit also favors any instructors skill level. The Teacher Portal will have tutorials available for teachers to access. These tutorials will provide teachers with the necessary skills to make any field trip successful. There is a wide range of technology that is used throughout the unit, including videos, photographs, and maps. I also considered available school resources when designing technology to be implemented. Every resource can be accessed through the internet. The unit assessment involves creating an annotated digital image. This application does not require an application to be downloaded. Thinglink can be accessed through any internet enabled device. Many schools don’t provide students with individually assigned Chromebooks or Ipads. So I made sure the program could work on any device that is accessible to the internet. Many schools don’t have the budget to provide every student with a device. Therefore, a teacher would be able to reserve the devices for the class on the assigned days of the unit. When creating my instructional materials, I developed criteria that students would be assessed on. For the Thing link assessment, a rubric will be provided to students to make sure they included all elements that they would be graded on. The final assessment will evaluate my effectiveness of my instructional materials. The quiz at the end of the unit will assess student understanding. Once the course is implemented, the necessary recommendations will be made by teachers in order to improve instruction of Explore the Past VR. During this process I learned a lot of valuable lessons that I will implement in my own classroom. I never created a class website before as my school relies on Canvas. During this process I learned how simple it is to develop a class site. I will be implementing this resource into my own classroom. Each component of the instructional design is linked together to create an exceptional learning tool. The entire process has been eye opening to see how easy it really is to apply instructional design to every unit in the curriculum. I highly enjoyed creating this project so far. I look forward to seeing my final product. Instructor Materials EXPLORE THE PAST VR Lesson Plans Field Trips Gradebook Tutorials FAQSupport Quiz/Tests Teacher PortalPowerpoint Guide (attached) Learner Materials -All learner materials are available on the class website - Day One Ancient Greece Pre-test Directions: Please clearly mark the correct answer for each multiple-choice question. Raise your hand if you have a question. On what continent is Greece?South AmericaAfricaAsiaEuropeA government ruled by its citizens is called a:MonarchyAristocracy OligarchyDemocracy A government ruled by a king or queen is called a:MonarchyAristocracyOligarchyDemocracyAthens was one of the two most famous city-states in ancient Greece. Which city-state was the other?CorinthRomeMt. OlympusSpartaGreece is an example of a:DesertPeninsulaPlateauTundraDay Two00Day Three 00Day Four 571500333375How to watch a Flipped VideoWSQ: Watch, Summarize, Question Watch – As you watch the video, take notes on keywords. You don’t have to take notes word for word but write down vocabulary to help you with the next few steps. For example: You're watching a video on the U.S government. Write down the branches of government while you watch. Summarize – “Did you understand what you just watched” Immediately after you watch the video, summarize what you watched. Your summary will tell me if you understood the video or not. If you can’t summarize it, then you need to rewatch it. Question – Finally, you are required to ask a question based on the material discussed in the video. The question “can be …A specific question about an example that was worked out and where they got stuck or confusedA general question about the concept and something that was said or explainedA question that could be asked and expected to be answered after watching the video. This may be a question you think your classmates might have, or just a good question you think I would ask and expect you to know.”571500333375117157519050Day Five Day Six & Seven Day Eight Unit 9.6 Assessment Instruments UNIT LEARNING OBJECTIVE BLOOM’S LEVELFIELD TRIP9.6Design a timeline accurately depicting the timeframe in which the rise and fall of the empire Occurred. Create Ancient Rome The following assessments will examine the historical and geographic context for the rise of Rome, the founding of Christianity, the methods used by the Roman Empire to gain and maintain power, the Roman achievements during the Pax Romana and finally the fall of the Roman Empire. The assessments below align with the objective for unit 9.6. Through the application of this unit, students will be able to design a timeline accurately depicting the timeframe in which the rise and fall of the empire occurred. Each unit will be set up with scaffolded assessments to enhance the virtual field trip. The unit will utilize different graphic organizers and outlines to maximize student performance. Graphic organizers are an important and effective pedagogical tool for organizing content and facilitating learners comprehension of newly acquired information. It will be under the discretion of the teacher how these assignments will be graded. The grading process depends on the teacher and the format they follow. All the following assessment will be available in the Teacher Portal, along with a comprehensive lesson plan to provide effective instruction. The teacher will have the option to assign each assessment on paper or through an educational platform such as Google Classroom or Canvas. All the assessments have been numbered for easy access. Students will be able to reference the assessment by its number and teachers will be able to assign assessment by the number. Informative AssessmentThroughout each unit, the teacher will guide and provide assistance to students as they work through the unit. The teacher will monitor student performance to check for understanding before moving onto the next task. If the teacher finds students are not understanding the content, there are additional resources within the assessment plan to use for clarification and enrichment. Monitoring student performance throughout the application of this lesson is crucial in student success as each task builds off one another. Formative Assessments Pre-AssessmentThe following pre-assessment will be administered at the beginning of unit 9.6. The pre-assessment will determine the students baseline knowledge of the content that will be presented within unit 9.6. Students should list what they already know about the Roman empire, in the K column. This will be followed by what they want to know, listed in the W column. Students could also create questions that they have about the Roman Empire in this section. After the completion of the unit, students will record what they have learned in the L column, some of these statements should directly relate to statements in the W column. If they created questions, students will answer their questions in the L column. By providing clear expectations and beginning the chart at the start of the unit, the teacher will gain an understanding of what shape the unit will take. The teacher will understand how much students already know, and students will convey what they would like to learn through the unit, giving them some choice. The teacher could use the students questions to create an enrichment activities in order to enhance student learning. By the end of the unit, students will have a visual representation of how much they learned. The teacher will see the progress that each student made throughout the unit. Assessment #1: KWL Chart Unit 9.6 Vocabulary At the beginning of the unit, teachers will assign students to define key vocabulary for the unit. Student comprehension improves when they know what the words mean. This assignment could either be assigned as classwork or homework. The assignment will prepare students for the application activity of the unit; the virtual field trip. Students will be able to apply the vocabulary throughout the unit to better understand key concepts. Without a sufficient understanding of vocabulary students cannot understand others or express their own ideas. Students will define key words that will be used in upcoming assignments. A completed vocabulary chart will benefit ELL and IEP students because they will be able to refer back to these document to review key terms that are needed to understand the virtual field trip. Visual illustrations allow ELLs to better understand the material while learning important vocabulary.Assessment #2 : Unit 9.6 Vocabulary Flippin’ out About History Students will complete the following assessment at the completion of the units introduction video. Every unit will include this assessment to go along with the units introduction video. This assignment will be generally assigned for homework as many teachers will be using the program to enhance their flipped classrooms. As students watch the video clip they will first take watch the video taking note of key words. They are not expected to take notes word for word but write down vocabulary and keywords that will help them with the unit. The next step is the summary. Students will ask themselves; “do I understand what I just watched?” After they finish the video, students will summarize what they watched. The summary is expected to show teachers if the student understood the video or not. The last part of this assessment is the Question. Students are required to ask a question based on the material discussed in the video. The question can be a specific question about an example that was made in the video and where they got stuck or confused, a general question about the concept and something that was said or explained, or a question that could be asked and expected to be answered after watching the video. This may be a question they think their classmates might have, or just a good question they think the teacher would ask and expect them to know. This assessment will transition students into the virtual field trip in the next part of the unit. The simplicity of the format will benefit IEP and ELL learners as each step is broken down into each section. Students will first watch, then summarize, and finally question. Assessment #3: Flippin’ out about History The Past Shapes the Present: Roman Empire Students will connect the virtual field trip to present day through this assessment. Students will use evidence from in-class discussions, previous assignments, and the virtual field trip to make connections with the Roman Empire and the world today. Students will be able to identify the ways in which what we’ve learned from the Roman empire has helped shape society as we know it. By using prior knowledge, students will write a paragraph that demonstrates three aspects of modern society that have been influenced by the Roman Empire. This critical thinking assessment will challenge students to make connections between the past and the present. Students will connect the architecture that they observe in the virtual field trip to examples in modern society. They will evaluate the impact that the past has on the present and why history matters. The format of this assessment will benefit IEP learners as it will keep their ideas seperate from one another. The Past Shapes the Present: Roman Empire Because of the Empire’s vast extent and long endurance, Roman influence upon the language, religion, architecture, philosophy, law, and government of nations around the world lasts to this day. Write a paragraph that demonstrates three aspects of modern society that have been influenced by the Roman Empire. Explain the connections between the Roman Empire and the modern society. Assessment #4: The Past Shapes the Present Extension Assessments Contributing Factors of the Fall of RomeIf students are unable to identify the factors that influenced the fall of Rome, the teacher will assign the following graphic organizer. Students will review the 4 contributing factors of the fall of Rome before moving onto the post-assessment. Students will list at least 3 causes for the political, social, economic, and military factors. This activity could also be used for student enrichment under the teachers discretion. The teacher may also assign the graphic organizer to support their IEP and ELL students as many will require visuals for conceptual understanding. Assessment #5: Contributing Factors of the Fall of Rome Roman Republic and Roman Empire Venn Diagram This extension assessment is necessary if students are unable to explain the influences that transformed the Roman Empire. Students will compare and contrast Rome during the republic and then the empire. Students are expected to compare social, political, and economical factors within the empire and republic. As well as make connections between the two. Within this assessment, students will review how Augustus came to rule and transformed Rome. The venn diagram can also be used to enhance student understanding on the comparison between the republic and the empire. This assessment will benefit visual learners because they will be able to see and organize the information. The Venn diagram will enforce what is taught in previous activities. Roman Republic Roman Empire Assessment # 6: Venn Diagram Summative Assessments (Performance-Based) A Walk Through Time A formative assessment of this unit requires students to design a timeline accurately depicting the timeframe in which the rise and fall of the empire occurred. Students will be able to chronologically order the fundamental events comprising the rise and fall of the Roman empire. The timeline must be accurate and display at least 8 major events in the correct order including a brief, one paragraph description of each event. This visual representation of the timeline of the Roman empire should help all students better understand the historical timeframe and major events of this period. Visuals, color coding, and descriptions, will help support ELLs in understanding. The teacher can make learning more equitable by assigning partners and supplying most of the resources needed. Assessment #7 : A Walk Through Time -2476490 Unit 9.6 Post-Assessment Teachers will check for student understanding using past Global History Regent questions as an post-assessment. The Teacher Portal will have various regents questions that will be available in each unit for teachers to use for assessments. The teacher will be able to create an assessment using a variety of questions. This assessment was designed to identify gaps in knowledge by meeting the levels of Bloom’s taxonomy. Teachers can use this gaps to extend the unit in order to clear up student misunderstandings. The teacher has the option of giving students this assessment on paper or through the application. If the teacher assigns the exit ticket through the application, the teacher will receive automatic feedback when the student submits. The application will provide the student with feedback for incorrect answers. For instance, if the student chooses answer B instead of the correct answer C, an explanation will be given back to the student as to why another answer would be more appropriate. Students will use this assessment to prepare if an unit exam if given. Assessment # 8: Unit 9.6 Post-AssessmentAppendix ReferencesAnnotate images and videos - ThingLink. Retrieved February 15, 2018. Athens vs. Sparta. Retrieved from . Cox, E.S., & T. Su. (2004). “Integrating student learning with practitioner experiences via virtual field trips.” Journal of Educational Media. Issue Number. 113–23. Crash Course World History #5. Retrieved from Edelson, D., Gordin, D., and Pea, R.. (1999). “Addressing the challenges of inquiry based learning through technology and curriculum design.” The Journal of the Learning Sciences. 391-450.Ellis, E. G., & Esler, A. (2011). Prentice Hall world history. Upper Saddle River, NJ: Pearson.Geography of Greece. Retrieved from watch?v=RPslASvGd_U. Google Earth. Retrieved from . Hussein, M. (2015). “The benefits of virtual reality.” Essential Series Essential Virtual Reality. 1-15. John S. Burke Catholic High School. (2017) Global History Regents Examination Results 2016-2017. Goshen, NY. New York State Department of Education. NY State - School Report Card Data [2016 - 17]. Albany, NY. Obadiora, A. J. (2015). “Comparative effectiveness of virtual field trip and real field trip on students’ Academic Performance in Social Studies in Osun State Secondary Schools.” Mediterranean Journal of Social Sciences. 467-474. “OSA.” Global History and Geography Regents Examinations. globalhistorygeography/.The State Education Department. (2017) New york state grades 9-12 social studies framework. The University of the State of New York. 13. Wiggins, G. P., & McTighe, J. (2008). Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development.What is a City-State?. Retrieved from watch?v=IX2a3_aI7EQ ................
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