Unit Plan Template
Unit Plan Template
Note: Type in the gray areas. Click on any descriptive text, then type your own.
|Unit Author |
|First and Last Name |Bevin Redmond, Meg Begue , Taylor Simmers, Andrew Jolibois |
|Author’s E-mail Address |Bredmo1@lsu.edu, mbegue1@lsu.edu, tsimme1@lsu.edu, ajolib1@lsu.edu |
|Course Name(s) |Technology in a Classroom |
|Course Number(s) |4057 |
|Course Section(s) |ELRC |
|Instructor(s) Name(s) |Deborah Heroman |
|Unit Overview |
|Unit Plan Title |Australia: The Land of Adventure |
|Curriculum-Framing Questions |
| |Goals |Organize key findings from educational, course specific story books |
| | |Describe the layout and geographic features specific to Australia |
| | |Identify the national emblems and symbols specific to Australia and understand their |
| | |meaning |
| | |State native species to Australia and produce facts pertaining to each |
| |Content Questions |Science: What species are native and unique to Australia? What is their habitat and what|
| | |do they eat? How do they interact with the environment where they are found? |
| | | |
| | |Geography: Identify and explain why the Great Barrier Reef is significant to Australia and|
| | |the world. |
| | | |
| | |Language Arts: What does Expedition Down Under (Magic School Bus Book #10) tell us about |
| | |Australia? What are some key that were noticed and how can they be best organized into |
| | |groups? |
| | | |
| | |History: What is a symbol? Identity? What national symbols are specific to Australia? What|
| | |are the colors associated with each symbol? What do they mean/stand for? |
|Unit Summary |
|Educate students about the continent of Australia, focusing on aspects such as science, geography, history, and language arts. Students |
|will gain knowledge on Australia’s geographical location along with the impact it has on the world as a whole. Students will broaden |
|literature motor skills by reading and providing data on comprehension. In History, students will be educated on the importance of a |
|country’s identity, the symbols associated with Australia, and what they stand for nationally. Continually, students will learn about types|
|of habitats, the location of each habitat, and the native species found in Australia. From this course, students will be able to identify |
|and explain the culture, layout, and national identity of Australia through comprehended integrated technology course work. |
|Subject Area(s) (List all subjects that apply) |
|Language Arts, Science, History, and Geography |
|Grade Level [Click box(es) of all grade level(s) that your Unit targets] |
| K-2 | 3-5 |
|6-8 |9-12 |
|ESL |Resource |
|Gifted and Talented |Other: |
|Targeted State Frameworks/Content Standards/Benchmarks |
|History |
|Identify and describe the significance of various national symbols |
|Identify and explain cultural elements that have contributed to the national heritage |
|Science: |
|Describe climate patterns from recorded weather conditions over a period of time |
|Compare animal species in various habitats and their locations |
| |
|Language Arts: |
|Literature comprehension about Australia |
| |
|Geography: |
|Explain the significance a landform can have on a continent and the world |
|Translate a mental map into sketch form to illustrate relative location |
| |
|Student Objectives/Learning Outcomes |
|Read books/Produce a summary of elements from comprehended text. |
|Discuss and state weather patterns. |
|Explore specific areas of a continental map/Translate a mental map in an illustrated form. |
|Create graphs and write about material taught in various forms of integrated technology software and programs. |
|Procedures |
|Lesson 1-Language-Meg Begue: |
| |
|Lesson 2-World Geography-Bevin Redmond: |
| |
|Lesson 3-Science-Andrew Jolibois |
| |
|Lesson 4-History-Taylor Simmers |
| |
|Link your daily plan here – link in your group unit folder.. |
|Eg. Lesson 1 – Weather Math – Debbie Heroman |
|Approximate Time Needed |
|4 days |
|Prerequisite Skills |
| Ability to organize ideas |
|Ability to work with others |
| |
|Course Specific Skills: |
|Language Arts: |
|Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers; Determine |
|the main idea of a text |
|History and World Geography: |
|Locating and interpreting geographic features and places on maps and globes; Identifying key demographic concepts |
|Science: |
|Asking appropriate questions about organisms and events in the environment; Development of higher order thinking skills to explain, |
|describe, and examine information |
|Materials and Resources |
|Technology – Hardware (Click boxes of all equipment needed) |
| Camera | Laser Disk | VCR |
|Computer(s) |Printer |Video Camera |
|Digital Camera |Projection System |Video Conferencing Equip. |
|DVD Player |Scanner |Other: |
|Internet Connection |Television | |
| |
|Technology – Software (Click boxes of all software needed.) |
| Database/Spreadsheet | Image Processing | Web Page Development |
|Desktop Publishing |Internet Web Browser |Word Processing |
|E-mail Software |Multimedia |Other: |
|Encyclopedia on CD-ROM | |Inspiration 9 ; PowerPoint |
|Printed Materials |Story books: Expedition Down Under (Magic School Bus Book #10) |
| |Labeling Activity: National Symbols of Australia |
| |Great Barrier Reef Article |
|Supplies |Markers |
| |Construction paper |
| |Pencils |
| |Newspaper weather report example |
|Internet Resources | |
| | |
| | |
|Others | |
|Accommodations for Differentiated Instruction |
| |Resource Student |*Students with special needs will be partnered with an understanding classmate to help them |
| | |be successful. They will also have the opportunity to hand write their flip book if they want|
| | |and produce hand drawings in place of using integrated technology software |
| |Non-Native English Speaker |*Non-native students will be presented the information in both English and Spanish (other |
| | |native languages not listed will be provided and accommodated for) so they can begin |
| | |connecting the information. |
| |Gifted Student |*Gifted students will create a “how-to” video, as an additional assignment, depicting how |
| | |they created their integrated technology assignments. The additional assignment will be used |
| | |to help other students who may be struggling with producing the required assignment. |
|Student Assessment |
|Daily evaluation should be related to the lesson taught that day through the use of a rubric via Rubistar. |
| |
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