Hawaii+Unit+Plan

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Hawaii Unit Plan
 * ==** Unit Author **==

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|| || Unit Overview || || || || Unit Foundation || || ** || ** Social Studies Standards
 * ** First and Last Name ** || Shelia D. Graham ||
 * ** School District ** || New York City Department of Education ||
 * ** School or Office Name ** || Bronx Office of Instructional Technology ||
 * ** School or Office City, State ** || Bronx, New York
 * ** Unit Title ** || Hawaii – So Close Yet So Fa**r**
 * ** Unit Summary ** || This unit encompass a comparison of life in Hawaii and New York City. Students will research the culture, living conditions, climate, resources and environments. By creating mini-books, data collection and newsletters, students will show evidence of their learning.
 * ** Subject Area ** || This unit will infuse technology into the social studies curriculum. Based on activities included, math, science and the English language arts content areas will be embedded. ||
 * ** Grade Level ** || Elementary Grades Grades 3,4,5 and Middle School Grades 6,7,8 ||
 * ** Approximate Time Needed ** || This unit should take four to six weeks to complete. ||
 * ** Targeted Content Standards and Benchmarks

** Standard 1. The study of New York State and United States history requires an analysis of the development of American culture, its diversity and multicultural context, and the ways people are unified by manyvalues, practices, and traditions. **

Math: Standards ** Standard 3. Critical thinking skills are used in the solution of mathematical problems scientific inquiry involves the testing of proposed **

Math, Science and Technology Standards

** Standard 1: Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions. Standard 2: Students will access, generate, process, and transfer information using appropriate technologies **. ** Standard 3: Students will understand mathematics and become mathematically confident by communicating and reasoning mathematically, by applying mathematics in real-world settings, and by solving problems through the integrated


 * Science Standards

1**. The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing, creative process.

1**. Information technology is used to retrieve, process, and communicate information and as a tool to enhance learning. 2. Knowledge of the impacts and limitations of information systems is essential to its effective and ethical use.
 * Technology:


 * English Language Art Standards:

1**. Listening and reading to acquire information and understanding involves collecting data, facts, and ideas; discovering relationships, concepts, and generalizations; and using knowledge from oral, written, and electronic sources**. 2.** Speaking and writing to acquire and transmit information requires asking probing and clarifying questions, interpreting information in one’s own words, applying information from one context toanother, and presenting the information and interpretation clearly, concisely, and comprehensibly || ** || Students Will Learn: • Learn about the history, culture, landmarks, travel and entertainment in Hawaii • Develop writing skills tfrough a variety of activites • Utilize technology by creating a newsletters, Power Point presentations, digital stories charts and graphs || ** || || 2. How do the lifestyles differ? 3. What would traveling to Hawaii entell? || 2. What evidence of the cultural immursion is reflected in the Hawaiian lifestyle? (traditions, food, dress, family, transportation, careers, schools, other) || ** ||  || Ask students to write about living in New York. Students will develop: K. W. L. Charts Compare and contrast Venn diagrams || Compare and contrast boroughs, cities and states Conferencing Data collection graphs and charts Pictures Map Skills, || Writing Samples with Rubrics Slide Show and digital stories with rubrics Mini-books with rubric Newsletter with rubric || || Prerequisite Skills ** || • Skills using slideshow, digital media, publishing, and word processing applications • Ability to locate information in print and electronic sources (i.e. internet search and retrieval methods). • Ability to work collaboratively with other students. (Allocate time for training students in the use of these tools as needed). || Initiate a brief discussion around the Essential Question, Are we so different? Explain the meaning of “different” and “same” Show students photos of different people. Ask students to identify things that are the same and different. Have students work with a partner and create a list of how they are the same an different. Students will use this llist to develop a prior knowledge writing samples using details about themselves nd their living environment. Discuss with the students how people can live in the same country and have similarities and differences in their lifestyles. Explain various aspects of New York State to the studnts. Introduce students to the state of Hawaii. Explain to the students that Hawaii wil be the next unit of study. Locate each state on the map. Elicit similarities and differences form the children. Conduct a detailed study of Hawaii. Focus on state facts, history, culture, food, landmarks (volcanoes), entertainment, sports, transportation, travel, animals (distinctive nd extinct) and famous Hawaiians.
 * ** Student Objectives/Learning Outcomes
 * ** Curriculum-Framing Questions
 * ** Essential Question ** || ** Are we so different? ** ||
 * ** Unit Questions ** || 1. Where did they come from?
 * ** Content Questions ** || 1. What other countries have Hawaiians migrated from?
 * ** Assessment Plan
 * ** Before project work begins ** || Prior knowledge journal
 * ** Students work on projects and complete tasks ** || Short writing samples
 * ** After project work is completed ** || Summative Assessment
 * ** Assessment Summary ** || Utilized informal and formal assessments throughout the unit, such as discussion, conferences, informal questioning, observation, tests and quizzes to assess content understanding and task completion. The group and self-direction rubrics help students plan and monitor their projects, as well as reflect on their learning to determine their next steps. Use the presentation rubric to provide feedback and assess near to final products. Student provide peer feedback and ongoing collaboration with their peers. Students create a wiki to synthesize their learning. A final reflective writing sample answering the Essential Question, Are we so different? will providence evidence and information about students’ abilities to synthesize their own learning. ||
 * ** Unit Details ** ||
 * ** Instructional Procedures ** || Introduction

Research Continue the discussion of the Unit Question. Brainstorm answers and post them an experience chart around the room. Assign students collaborative teams consisting of three to five students. In these teams, have students use the Internet, videos and text sources (books, journals, encyclopedias, and so forth) to research various aspects of Hawaii. Students will use grapic organizers to gather information about Hawaii.

Presenting Research-Student Multimedia Presentation Each group will develop an PowerPoint presentation or a digital story about Hawaii, with emphasis on their specified topic. Each group wll research the weather temperature/conditions in the two states ay various times during a given year. A spreadsheet will be created detailing this information. Graphs and charts will be developed. Each student will select an animal and prepare a fact sheet. Each student will be assigned a famous Hawaiian to research. Students will then choose their presentation mode. Options are digital stories, PowerPoint or mini-books,

Review the presentation guidelines and discuss project expectations with the students. Make sure students understand that they will present a summary of information about their topic, If needed, show a sample student slideshow. Distribute the student presentation checklist to help guide student work. Assist student groups to refine their presentation, ask the teams to provide peer feedback on the draft presentations using the presentation assessment as a guide. When the final presentations are complete, organize a class event that allow students could present to their findings to other students their age, parents and the school community.

Concluding Activity – Travel Hawaii (Newsletter, Brochure, Podcasts) To synthesize learning, divide the students into four new groups with each group member coming from a different presentation group. Assign each group the task of creating one or more articles/ pages addressing one of the following topics: • Introduction that describes the class and the project, including general information and definitions related Hawaii. Facts and supporting details meut be evident. • Information from Web sites, minimally answering the Unit Question • A collection of Web and print resources about the topic. Show sample newsletters, brochures or podcasts. Help students to create a rubric outlining four levels of proficiency. Criteri to consider when building a rubric include: • Content • Writing • Graphic Design • Layout • Links • Navigation • Readability and ease of use • Sources Ask students to use the rubric as a guide when designing their product. As a final activity, ask students to write an in-class reflection incorporating specific information from their own presentations and those of their classmates to answer the Essential Question || Differentiated ||  || • Provide large print or enhanced view for viually challenged students. • Allow opportunities for hands-on activities and use of manpuatives where applicabke. • Check for understanding • Allow the use of some resources in the student’s native language • Provide resources that are at an appropriate reading level for both languages • Provide listening and video resources in the native and acquisition language • Emphasize group learning skills and development • Create situations for students tio use hgher order thinking, problem solving skills and their creativity/imagination ** ||  || Computer(s) Digital Camera DVD Player Internet Connection Laser Disk Printer Projection System Scanner Television VCR Video Camera Video Conferencing Equip. Other || Desktop Publishing E-mail Software Encyclopedia on CD-ROM Image Processing Internet Web Browser Multimedia Web Page Development Word Processing Other || ¬¬http://www.50states.com/hawaii.htm http://www.gohawaii.com/about_hawaii/learn/history_culture http://www.teachersdomain.org/resources/echo07/lan/stories/maui/index.html http://www.gohawaii.com/about_hawaii/learn/history_culture Graphic Organizer Software http://www.inspiration.com/ http://www.matchware.com/en/products/openmind/default.htm Weather: http://www.gohawaii.com/stories/stories.html?WT.mc_id=bn_home01&video=5 Kilauea: http://www.teachersdomain.org/resources/ess05/sci/ess/earthsys/sample/index.html Animals http://www.state.hi.us/dlnr/dofaw/kids/endgrbk/index.html http://www.coconutroads.com/AnimalsofHawaii.html http://www.fws.gov/pacificislands/wesa/hawanimalsindex.html Additional Resources Other Facts About Hawaii: http://www.atozkidsstuff.com/hawaii.html Hawaiian Highlights http://www.gohawaii.com/stories/stories.html?WT.mc_id=bn_home01&video=5 || ** ||  ||
 * ** Accommodations for ** Instruction
 * ** Resource Student ** || **•** Repeat instructions verbally and in writing
 * •** Allow extra time for assignment completion
 * •** Allow for assisted technologies according to Individualized Educational Plan (IEP) ||
 * ** Nonnative English Speaker ** || **•** Deliver instruction in the native language and the acquisition language.
 * •** Allow the student to work with other bilingual students ||
 * ** Gifted Student ** || **•** Provide open-ended assignments
 * •** Develop opportunities for students tp focus on inductive and deductive reasoning ||
 * ** Materials and Resources Required For Unit
 * ** Technology – Hardware ** || Camera
 * ** Technology – Software ** || Database/Spreadsheet
 * ** Printed Materials ** || Photos of different people. United States map, New York State map, Hawaii map ||
 * ** Supplies ** || Paper, printer cartridges, ||
 * ** Internet Resources ** || Hawaii Web Sites
 * ** Other Resources =