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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