FACDIS | West Virginia University

Lesson Plans

For

FACDIS

Italy

Terry White

GRADE LEVEL: Sixth Grade

OBJECTIVES: 1. Students will be able to complete a geographical map of the entire country of Italy. 2. Students will be able to locate on a map of Italy the areas of discussion. 3. Students will be able to identify items labeled. 4. Students will assess the economic impact of technology on Italy. 5. Students will evaluate competing ideas about the purpose of government in Italy. 6. Students will trace the development of trade in Italy. 7. Students will draw conclusions about the effects of geography on the development of a country’s economy. 8. Students will explain how religion played an important part in the development of Italy. 9. Students will use technology to locate, evaluate, and collect information from a variety of sources. 10. Students will use productivity tools to collaborate in constructing technology-enhanced models, preparing publications, and producing other creative works. 11. Students will use technology tools to enhance learning, increase productivity, and promote creativity.

CSOs: SS.6.2.5, SS.6.2.1, SS.6.3.5, SS.6.3.7, SS.6.3.8, SS.6.4.2, SS.6.4.6, SS.6.4.8, SS.6.5.1, SS.6.5.2, TEC.6.5.1, TEC.6.5.2, TEC.6.6.1, TEC.6.3.1 and TEC.6.3.3.

PROCEDURES: This lesson will take ten 45-minute class periods.

Teacher will start up activity by displaying items purchased in Italy during FACDIS trip and initiating a discussion of places visited and explored. Teacher will also show a PowerPoint of some of these places. This should take one class period.

The next three class periods will begin with the students being divided into groups of 3-4 for the rest of the project. Each group will draw a town from the list I provide to research. Each group must come up with questions they want to find the answers to in their searches. The questions should be about the growth and development of these places as well as the government and religious influence during the growth and development. The rest of the class periods will be used to do research in the computer lab to find information about their chosen area. Students will use the search engine: http://yahooligans.yahoo.com to begin their quest. Once they search their topic and receive a list of web sites to go to, they must wait for my approval before exiting off of the search page and entering an unknown website. (The computer lab has a list of sites posted that are approved for use without teacher approval, but anything else must be checked by the teacher before they can surf. Children are aware of this rule and comply because failure to do so results in loss of computer privileges for one grading period. I have used Yahooligans searches before, and have (so far) experienced no problem with the sites children are sent to).

The fifth class period the groups will work together to compile and organize their research.

During the following two class periods, the groups will use the computer lab to make a six to eight slide PowerPoint of their material. (Each member of the group is responsible for two slides of the presentation.)

The next two class periods will be for group presentations.

The last class period will be for closure. Teacher will lead whole class reflection discussion into a summation of the materials gathered. The last activity will be a “Writing Across the Curriculum” assignment using the prompt. “By doing this research about Italy, I learned the following three things:” Individual journal entry will reflect something they want to know more about.

MATERIALS: Blank maps of Italy, list of places to research, access to the computer lab with PowerPoint availability, and access to the projector to show their PowerPoints to the class, my CDs of pictures taken during our trip to Italy.

GRADING: Students will receive one group grade for the completed PowerPoint.

I use the attached check off list (rubrics) for all group participation projects.

Students will receive an individual grade for completed map using the attached Rubric.

An individual grade will also be given for the “Writing Across the Curriculum”

assignment.

GROUP WORK CHECK OFF LIST (RUBRICS)

___________All members of the group work together to complete the project.
___________Group time is used effectively by staying on task.
___________Each member of the group completes his/her assigned tasks.
___________Finished product meets teacher standards. (Directions are followed.)
___________All members can aid in discussion of presentation.
___________Project includes a bibliography.
___________Finished project contains all group participants’ individual work (labeled by student for identification by teacher).
___________Project is finished on time.
___________Finished product addresses assignment.
___________Participants are present for the presentation.

Making A Map : Italy

Teacher Name: Mrs. White

Student Name: ________________________________________

CATEGORY	4	3	2	1
Title	Title tells the purpose/content of the map, is clearly distinguishable as the title (e.g. larger letters, underlined, etc), and is printed at the top of the map.	Title tells the purpose/content of the map and is printed at the top of the map.	Title tells the purpose/content of the map, but is not located at the top of the map.	Purpose/content of the map is not clear from the title.
Labels & Features - Neatness	90-100% of the labels/features can be read easily.	89-80% of the labels/features can be read easily.	79-70% of the labels/features can be read easily.	Less than 70% of the labels/features can be read easily.
Spelling/Capitalization	95-100% of words on the map are spelled and capitalized correctly.	94-85% of the words on the map are spelled and capitalized correctly.	84-75% of the words on the map are spelled and capitalized correctly.	Less than 75% of the words on the map are spelled and/or capitalized correctly.
Labels - Accuracy	At least 90% of the items are labeled and located correctly.	80-89% of the items are labeled and located correctly.	79-70% of the items are labeled and located correctly.	Less than 70% of the items are labeled and located correctly.
Color Choices	Student always uses color appropriate for features (e.g. blue for water; black for labels, etc.) on map.	Student usually uses color appropriate for features (e.g. blue for water; black for labels, etc.).	Student sometimes uses color appropriate for features (e.g. blue for water; black for labels, etc.).	Student does not use color appropriately.
Map Legend/Key	Legend is easy-to-find and contains a complete set of symbols, including a compass rose.	Legend contains a complete set of symbols, including a compass rose.	Legend contains an almost complete set of symbols, including a compass rose.	Legend is absent or lacks several symbols.

Date Created: Jul 20, 2005 09:47 am (CDT)